A study on syllabus stress in english

Haiphong private university Department of foreign languages Graduation paper A study on syllable stress in english By: Ngô Thị Búp Class: NA904 Supervisor: Nguyn Thị Thuý Thu., M.A Hai phong – June 2009 Bộ giáo dục đào tạo tr-ờng đại học dân lập hải phòng - Nhiệm vụ đề tài tốt nghiệp Sinh viên: M· sè: Líp: Ngành: Tên đề tµi: NhiÖm vụ đề tài Nội dung yêu cầu cần giải nhiệm vụ đề tài tốt nghiệp (Về lý luận, thực tiễn, số liệu cần tính toán, vẽ) Các tài liệu, số liệu cần thiết để thiết kÕ, tÝnh to¸n Địa ®iĨm thùc tËp tèt nghiƯp Cán h-ớng dẫn đề tài tốt nghiệp Ng-ời h-ớng dẫn thứ nhất: Họ tên: Học hàm, học vị: Cơ quan công tác: Néi dung h-íng dÉn: Ng-êi h-íng dÉn thø hai: Họ tên: Học hàm, học vị: Cơ quan công tác: Néi dung h-íng dÉn: §Ị tài tốt nghiệp đ-ợc giao ngày tháng năm 2009 Yêu cầu phải hoàn thành xong tr-ớc ngày .tháng năm 2009 Đà nhận nhiệm vụ ĐTTN Đà giao nhiệm vụ Đ.T.T.N Sinh viên Ng-ời h-ớng dẫn Hải Phòng, ngày tháng năm 2009 Hiệu tr-ởng Gs.ts.ng-t: trần Hữu Nghị Phần nhận xét tóm tắt cán h-ớng dẫn Tinh thần thái độ sinh viên trình làm đề tài tốt nghiệp: Đánh giá chất l-ợng .T.T.N (so với nội dung yêu cầu đà đề nhiệm vụ Đ.T T N mặt lý luận, thực tiễn, tÝnh to¸n sè liƯu) Cho điểm cán h-ớng dẫn ghi số chữ) Hải Phòng, ngày tháng năm 2009 Cán h-ớng dẫn (Ký ghi rõ họ tên) Nhận xét đánh giá ng-ời chấm phản biện đề tài tốt nghiệp Đánh giá chất l-ợng đề tài tốt nghiệp mặt thu thập phân tích tài liệu, số liệu ban đầu, giá trị lí luận thực tiễn đề tài Cho điểm ng-ời chấm phản biện: (Điểm ghi số chữ) Ngàytháng năm 2009 Ng-ời chấm phản biện ACKNOWLEDGEMENT First of all, I would like to express my sincere and special gratitude to my supervisor, Mrs Nguyen Thuy Thu, M.A, for her valuable suggestions, comments, correction and encouragement, without which this research would not has been comprehensive Besides, I also want to send my deep thanks to Mrs Tran Thi Ngoc Lien, the Dean of Foreign Language Department and all teachers at Hai Phong Private University for their previous lectures that provided me good background to my graduation paper Finally, my wholehearted thanks are presented to my family and all my friends for their constant supports and encouragement in the process of doing this paper Without their help, my research would not have been made possible Haiphong, June 2009 Ngo Thi Bup TABLE OF CONTENT Page Acknowledgement Part I INTRODUCTION 1 Rationale Aims of the study Methodology Scope of the study Design of the study Part II DEVELOPMENT Chapter Theoretical background I An over view of English syllables I.1 What is the syllable? I.2 The structure of English syllable I.3 Strong and weak syllables II Stress II.1 What is stress? II.2 The nature of stress II.3 Levels of stress 10 II.4 Suprasegmental phonology 10 II.5 Rhythm 11 III English syllable stress 11 Chapter 2: A study on English syllable stress 12 I Stable stress 12 I.1 Stress placements 12 I.1.1 Initial 12 I.1.2 Second 19 I.1.3 Third 22 I.1.4 Antepenultimate 22 I.1.5 Penultimate 24 I.1.6 Ultimate 24 I.2 Suffixes that not affect stress placement 29 I.3 Prefixes that not affect stress placement 31 I.4 Suffixes carrying primary stress themselves 32 I.5 Stress that not change by part of speech 33 II Moving stress 34 II.1 Stress that change by part of speech 34 II.2 Suffixes that influence stress in the stem 35 II.3 Stress placement within compound words 37 II.3.1 On the first element 37 II.3.2 On the second element 39 Chapter 3: Stress errors made by Vietnamese students, reasons and some implications 41 I Findings 41 II Reasons 42 III Some implications 44 Part III: Conclusion 47 I Summary of the study 47 II Suggestions for further study 47 Part one: Introduction Rationale Nowadays, English is considered as a global language because it is the main language used in transactions I am also a student of Foreign Language Department so English is very important for me to have a good job after graduating However, when learning English as the second language, many students and I found that we have to face with many difficulties We are afraid of communicating with foreigners because we find it is difficult to understand every single word they said While listening, I can realize simple words ( including or syllables), but it is difficult to realize complicated words ( including or syllables) My teacher said that when foreigners pronounce a word, they often stress on the important words only And this is the main reason why we couldn‟t realize the unimportant ones So, I have decided to choose “Syllable stress” to research so that I can understand more what they said and also improve my skills Moreover, my teacher also said that my English speaking skill is not good because I put stress at any syllable and my sentences don‟t have intonation rising and falling It has influence on expressing my thoughts while communicating Studying English for some years, and according to the fact I found that not only me but also many non- native speakers have met difficulties with syllable stress My friends also have the same mistakes; they put inappropriate syllable stress position I hope that my study will help them predict syllable stress placement more easily Aims of the study The study aims at: - identifying the stress placement - giving the understanding on stable stress and moving stress 10 Treasure (n) / 'treʒə / Treasure (v) / 'treʒə / Profit (n) / 'prɔ fit / Profit (v) / 'prɔ fit / Report (v) / ri'pɔ :t / Report (n) / ri'pɔ :t / Struggle (n)/ 'strʌ gl / Struggle (v)/ ' strʌ gl / Practice (n) / 'præktis / Practice (v) / 'præktis / Reply (v) / ri'plai / Reply (n) / ri'plai / Water (n) / 'wɔ :tə / Water (v) / 'wɔ :tə / Garden (n) / 'gɑ :dn / Garden (v) / 'gɑ :dn / Regret (v)/ ri'gret / Regret (n) / ri'gret / Open (adj) / 'oupən / Open (v) / 'oupən / II Moving stress II.1 Stress that change by part of speech In English, there are several dozen pairs of two-syllable words with identical spelling which differ from each other in stress placement, apparently according to word class (noun, verb, adjective) All appear to consist of prefix plus stem When a pair of prefix-plus-stem words exists, both members of which are spelt identically, one of which is a verb and the other is either a noun or an adjective, the stress will be placed on the second syllable of the verb but on the first of the noun or adjective NOUNS / ADJECTIVES VERBS Abstract / 'æbstrækt / Abstract / æb'strækt / Absent / 'æbsənt / Absent / əb'sent / Conduct / 'kɔ ndʌ kt / Conduct / kən'dʌ kt / Conflict / 'kɔ nflikt Contest / 'kɔ ntest / / Conflict / kən'flikt / Contest / kən'test / Decrease / 'di:kri:s / Decrease / di'kri:s / Increase / 'inkri:s / Increase / in'kri:s / Envelope / 'enviloup / Envelope / in'veləp / Escort /'eskɔ :t / Escort / is'kɔ :t / 43 Exploit / 'eksplɔ it / Exploit / iks'plɔ it / Export / 'ekspɔ :t / Export / eks'pɔ :t / Import / 'impɔ :t / Import / im'pɔ :t / Perfume / 'pə:fiu:m / Perfume / pə'fju:m / Perfect / 'pə:fikt / Perfect / pə'fekt / Present / 'preznt / Present / pri'zent / Produce / 'prɔ dju:s / Produce / prə'dju:s / Rebel / 'rebl / Rebel / ri'bel / Surmise / 'sə:maiz / Surmise / sə'maiz / II.2 Suffixes that influence stress in the stem In Pronunciation Exercises for ESL (Advanced Level ) of Gary Esarey (1995:95) and English phonetics and phonology of Peter Roach (2000:188), when some suffixes are added to words, stress may move toward the end of the words Note the change from one part of speech to another when the suffix is added -ity Stupid / 'stju:pid /  stupidity /stju:'pidəti / Responsible / ri'spɔ nsəbl /  responsibility / rispɔ nsə'biləti / Active / 'æktiv /  activity / æk'tiviti / Capable / 'keipəbl /  capability / keipə'biliti / Sensitive / 'sensətiv /  sensitivity / sensə'tivəti / Sensible /'sensəbl /  sensibility / sensə'biləti / Relative / 'relətiv /  relativity / relə'tivəti / History / 'histri /  historical / his'tɔ rikəl / Biology / bai'ɔ lədʒi /  biological / baiə'lɔ dʒikəl / Geology / dʒi'ɔ lədʒi /  geological / dʒiə'lɔ dʒikəl / Accident / 'æksidənt /  accidental / æksi'dentl / -ar /al,-cal Experiment / iks'periment /  experimental /eksperi'mentl / Family / 'fæmili /  familiar / fə'miljə / 44 -ion Generate / 'dʒenəreit /  generation / dʒenə'rei∫n / Liberate / 'libəreit /  liberation / libə'rei∫n / Imagine / i'mædʒin /  imagination / imædʒi'nei∫n / Educate / 'edju:keit /  education / edju:'kei∫n /  Operate / 'ɔ pəreit / Admire / əd'maiə /  operation / ɔ pə'rei∫n / admiration / ædmə'rei∫n / -eous Advantage / əd'vɑ :ntidʒ / advantageous / ədvən'teidʒəs / Outrage /'autreidʒ /  outrageous / aut'reidʒəs / Injure / 'indʒə /  injurious / in'dʒuəriəs / Industry / 'indəstri /  industrious / in'dʌ striəs / Bile / 'bail /  bilious / 'biljəs / Tendency / 'tendənsi /  tendencious / ten'den∫əs / -ious -graphy Telephoto / teli'foutou /  telephotography / telifə'tɔ grəfi / Cardiac / 'kɑ :diæk /  cardiography / ka:di'ɔ grəfi / Climate / 'klaimit /  climatic / klai'mætik / Hero / 'hiərou /  heroic /hi'rouik / Angel / 'eindʒəl /  angelic / æn'dʒelik / -ic Besides, stress placement will be changed when –ian is added to words This suffix refers to occupation, or nationality Xuan Ba (2006:163) E.g: Musician / mju:'zi∫n / Physician / fi'zi∫n / Italian / i'tæljən / 45 II.3 Stress placement within compound words According to the guides of: - Peter Roach (2000:190-2) - XuanBa(2006:166-9) - The website: “http://74.125.155.132/search?q=cache:58twYoeTGzwJ:jpkc.sptpc.com/y uyin2004/jiaoan/13.doc+stress+placement+of+compound+word&cd=28 &hl=vi&ct=clnk&gl=vn” Some rules of stress placement within compound words will be listed following: II.3.1 On the first element The most common type of stress placement within compound words has a primary stress on the first element This type mostly includes the following cases: When the compound noun is formed by noun and noun E.g: Life-style / 'laifstail / Stock exchange / 'stɔ k ikst∫eindʒ / Toilet-roll / 'tɔ ilitroul / Birthplace / 'bə:θpleis / Keyboard / 'ki:bɔ :d / When the noun is a special application of the adjective in a compound adjective E.g: Ladylike / 'leidilaik / Trustworthy / 'trʌ st,wə:i / Henpecked / 'henpekt / Waterproof / 'wɔ :tə,pru:f / When the phrasal and prepositional verbs are used as nouns E.g: Set-up / 'setʌ p / 46 Lay-off / 'leiɔ :f / Burn-up / 'bə:nʌ p / When the first constituent word is noun and the last constituent one is noun plus –ed at the end E.g: Club-footed / 'klʌ bfu:tid / Air-minded / 'eə,maindid / Chicken-hearted / 't∫ikin,hɑ :tid / When one of the constituent word is –Ing participle E.g: Easygoing / 'i:zi,gouiη / Washing-machine / 'wɔ ∫iηmə'∫i:n / Dressmaking / 'dresmeikiη / Safe-breaking / 'seif ,breikiη / When the compounds contain adjective and verbs E.g: Speak-easy / 'spi:ki:zi / Soft sell / 'sɔ ftsel / Small-scale / 'smɔ :lskeil / When the compound contains verb and noun E.g: Call-number / 'kɔ :l,nʌ mbə / Do-naught / 'du:nɔ :t / Birth-control / 'bə:θkəntroul / Brainwash / 'breinwɔ ∫ / When the adjective is used as a modifier of the noun in the compound noun E.g: Greenhouse / 'gri:nhaus / Yellow-bird / 'jeloubə:d / 47 Blue coat / 'blukout / Black book / 'blækbuk / II.3.2 On the second element The second type of stress placement within compound words has the primary stress on the second element It usually includes the following few cases: When the noun is used as a modifier of the adjective in the compound adjective E.g: Stone dead / stoun'ded / Tax free / tæks'fri: / Sky blue / skai'blu: / User friendly / ,ju:zə'frendli / When the compound is formed by an adjectival or adverbial first element and the –ed morpheme at the end E.g: Heavy-handed / hevi'hændid / Bad-tempered / bæd'tempəd / Cold-hearted / kould'hɑ :tid / Deep-mouthed / di:p'mauðd / When the compounds take a figure as its first element E.g: Three-piece / θri:'pi:s / Second class / sekənd'klɑ :s / First-lady / fə:st'leidi / When the compounds work as verbs and have an adverbial first element E.g: Downgrade / daun'greid / Underline / ʌ ndə'lain / Understand / ,ʌ ndə'stænd / 48 Overdo / ouvə'du: / When the compound nouns are man-made objects E.g: Chocolate biscuit / t∫ɔ kəlit 'biskit / Fruit salad / fru:t 'sæləd / When the compound works as adverb E.g: North-East / nɔ :θ'i:st / Upstairs / ,ʌ p'steəz / Indoors / in'dɔ :z / Head-first / hed'fə:st / When the first element of the noun compound is a name E.g: Oxford Road / ɔ ksfəd 'roud / Victoria Mansions / vik'tɔ :riə 'mæn∫ns / When the compound is combined by two nouns in which the first element is the material of the second one E.g: Paper bag / peipə'bæg / Brick house / brik'haus / Stone bridge / stoun'bridʒ / 49 CHAPTER 3: STRESS ERRORS MADE BY VIETNAMESE STUDENTS, REASONS AND SOME IMPLICATIONS I Findings The survey which has been completed by asking students to read a given text of 393 words (there are 117 poly-syllabic words) which was recorded to analyze has indicated that stress errors have become a real problem to concern Apart from all proper names and particular place names which have their own way of pronouncing, stress errors were counted in those poly syllables Group (the first year students) had made a total of 76 errors, responsibly counted from 16 to 23 each student To group (the second year students) the total errors were 60, ranging from 11 to 20 of each And the last group – group (third year students) also made 30 errors even when they have been taught about rules and ways of reading correctly (See the table given below) Group of student Group (First year) S1 19 S2 16 S3 18 S4 23 Total of errors 76 Group (Second year) 17 20 11 22 60 Group (Third year) 10 30 Table 1: Result of the analysis of poly-syllabic words stress errors in the students’ reading The data in table also shows that there are some certain poly- syllabic words in that text which were very often read incorrectly Words Record ( v & n ) Number of students made errors/ total students 11/12 Thirteen 10/12 Fourteen 8/12 Religious 7/12 Television 5/12 Regularly 4/12 Popular 4/12 Table 2: Poly-syllabic words with high frequency of stress errors 50 II Reasons By recording and analyzing the text given to students to read, it truly shows their great difficulties in English communication Stress errors are still made by most of students although they are from the unior to the senior ones The stress errors belong to one of the two reasons as follow (or both of them): a Primary and/ or secondary tress falls on the wrong syllable b All the syllables are stressed As a result, a number of questions are raised about this problem What are the consequences of stress errors in spoken production and perception ? What are the reasons of these errors? What should be done to help students avoid and correct these errors – in case they have completed those already? Undoubtedly, stress errors effect English production and perception Stress patterns are said to be crucial in pronunciation of poly-syllabic words because they affect the syllables and the segments that constitute syllables The certain English nouns and verbs such as REcord – reCORD; PREsent – preSENT; SUBject – subJECT; CONtract – conTRACT are the good illustrations for it Thus, should those words, in particularly, are uttered wrongly, it might cause the misunderstanding between the speakers and the listeners, or in other words, it does hinder the communication by requiring the guess-work or implications of those related to this conversation The following example will show that more clearly.“A pilot once told a story about a member of his cabin crew informing him that they had an invalid passenger on board The pilot was a bit confused and wondered if the passenger didn‟t have a ticket or wasn‟t on the roster He couldn‟t figure out what the problem was Is wasn‟t until the flight attendant continued to explain that the passenger was in a wheel chair and had special needs that the pilot realized he meant to say invalid!” 51 This is a perfect example of how inaccurate word stress can cause problems And in this case, both the pilot and the flight attendant were nonnative English speakers (http://hansenslt.com/articlewordstress.html) Why Vietnamese students make the wrong stress placement? What can be the causes of those errors? If the answers to these questions can be found, it is hoped that something could be done to help students to avoid/ correct them Do such errors as noted above necessarily belong to the negative language influence? In Vietnamese, all words can be said to be the mono-syllabic words ( with some exceptions of compound words, which also have separate syllable and distinctive tone For example: long lanh, rung rinh, dat dao ) Such difference between Vietnamese and English might cause obstacles for Vietnamese learners when they learn how to pronounce poly-syllabic words with stress patterns in English Very often, Vietnamese students, especially the beginners, tend to pronounce all the syllables with the same loudness, length and pitch – these called “prominences” – thus give the full stress to all syllables This characteristic should be considered as a negative influence of our mother tongue Therefore, it can be counted for the reasons why stress errors occur Another possible reason is that certain words such as “record” (verb and noun) or “contract” (verb and noun) can be said to be the developmental errors At a particular level of learning English, the student might meet the word “record” as a verb, and he learns to pronounce it correctly Another time, he sees that word again, but this time as a noun But he made a stress error of overgeneralization and pronounces it like a verb In English, stress placement can be changed by part of speech So, it is also one reason that students are often faced There is one more reliable source that results in this phenomenon In Vietnam , a very good consultant of Vietnamese students whenever they have any difficulty in pronunciation and word stress is the dictionary Yet, in Vietnam 52 there are many kinds of dictionary which is available for learners For instance, there are dictionaries of high quality such as “The Oxford Advanced Learners‟ Dictionary” or “The Dictionary for Learners (Collins)”, etc On the other hand, there are also kinds of badly designed and unreliable quality dictionaries One of those is the bilingual pocket dictionary by Le Ba Kong in which all English words are given with Vietnamese “equivalent” of pronunciation, and often without stress For example : record [ ri cod] , thirteen [ sot tin] It can be seen clearly how many problems those dictionaries may cause to the learners rather than to help them Even with the very good dictionaries, if the students not get familiar with the different ways or different transcription symbols; they are likely to be confused That confusion might lead to the situation of making such errors in stress mentioned above So, some unperfect dictionaries are some of the reasons which cause stress errors In the process of learning and teaching, Vietnamese learners tend to pay more attention to the fluency ( how fast they could speak ) and to the number of vocabulary ( how many words they could remember ); but less attention to the accuracy ( how they could speak a sentence with correct stress and intonation ) By that, there should be some changes in the students‟ awareness in the ways of learning English professionally III Some implications In the Findings and Discussions, there are some typical examples of stress errors and there also are some possible reasons for that In this part, I‟d like to give out some implications in order to help students to avoid and to correct those kinds of errors It is hoped to be useful - Whenever you learn a new word, not forget to learn its transcription and its stress as well 53 - Speak out that new word with correct stress pattern until you have the feeling of having that “correct” word on your own - Pay more attention to the words that have different grammatical meanings simultaneously, such as a verb, a noun, an adjective - Try to correct step by step your known-words, which are pronounced wrongly by looking it up again in the dictionary or by asking other people - Listen intensively while others speaking and the correction work to yourselves if there are any stress errors in those talks - Do not try to speak so quickly Sometimes it is that effort will damage your English 54 Reading text Elvis Presley - Story of a Superstar When Elvis Presley died on 16th August, 1977 , radio and television programs all over the world were interrupted to give the news of his death President Carter was asked to declare a day of national mourning Carter said: “Elvis Presley changed the face of American culture He was unique and irriplaceable” Eighty thousand people attended his funeral The streets were jammed with cars, and Elvis Presley‟s films were shown on television, and his records were played on radio all day In the year after his death, 100 million Presley LPs were sold Elvis Presley was born on January 8th , 1935 , in Tupelo , Mississipi His twin brother, Jesse Garon, died at birth His parents were very poor, and Elvis never had music lessons, but he was surrounded by music on an early age His parents were very religious, and Elvis regularly sang at Church services In 1948, when he was thirteen, his family moved to Memphis , Tennessee He left school in 1953 and got a job as a truck driver In the summer of 1953 Elvis paid $4 and recorded two songs for his mother‟s birthday at Sam Phillips‟ Sun Records studio Sam Phillip heard Elvis and asked him to record “That‟s All Right” in July 1954 20,000 copies were sold, mainly in and out the Memphis He made five more records for Sun, and in July 1955 he met Colonel Tom Parker, who became his manager in November Parker sold Elvis‟s contract to RCA Records Sun Records got $ 35,000 and Elvis got $ 5,000 With the money he bought a pink Cadillac for his mother On January 10th, 1956 , Elvis recorded “Heartbreak Hotel”, and a million copies were sold In the next fourteen moths he made another fourteen records, and they were all big hits In 1956, he also made his first film in Hollywood 55 PART THREE: CONCLUSION I Summary of the study I myself find that English is the most popularly used language for all aspects in our society: economy, politics, education, culture….It also is common language among people of different geographical locations While communicating with foreigners, sometimes, we often make mistakes because we misunderstand what they said Syllable stress is one of the factors which helps reduce misunderstanding and increase the degree intelligibility between speakers and listeners My research, a study on English syllable stress, consists of three chapters: Chapter gives an overview of syllable stress and some concept related, Chapter shows the detailed main rules of English syllable stress, and Chapter indicates some findings of stress errors made by Vietnamese students, reasons and some implications After completing thr research, I acquire valuable experiences I know the detailed rules of syllable stress So now I can predict stress placement more easily and feel more confident when speaking English II Suggestions for further study Syllable stress is a large part for English learners to research To me, because of the limitation of time and knowledge, I just study a small piece in what called syllable stress issue Thus, I really hope that I can further on: Stable stress, moving stress, other rules of stress and collecting more exceptions 56 REFERENCES Peter Roach (2000) English phonetics and phonology The United Kingdom: Cambridge University Press Gary Esarey – Pronunciation Exercises for ESL (Advanced Level ) The University of Michigan Press Xuan Ba – The way to pronounce and stress English The high-school teachers‟ college Publishing House Nguyen Bao Trang M.A, Dinh Quang Khieu M.S – English phonology The Hanoi National University Publishing House Lac Viet – multimedia tool for building multilingual dictionaries http://74.125.155.132/search?q=cache:58twYoeTGzwJ:jpkc.sptpc.com/yu yin2004/jiaoan/13.doc+stress+placement+of+compound+word&cd=28&h l=vi&ct=clnk&gl=vn http://web.hanu.vn/en/mod/forum/discuss.php?d=104 http://wals.info/feature/description/14 http://www.englishclub.com/pronunciation/word-stress-rules.htm 10 http://esl.learnhub.com/lesson/640-syllable-stress 11 http://www.ingilish.com/englishsyllablestress.htm 12 http://hansenslt.com/articlewordstress.html 57 ... four-consonant clusters can be analyzed as consisting of a final consonant preceded by a pre-final consonant and followed by post-final and post-final 2, as shown below: PREFINAL FINAL POST-FINAL... structure: preinitial initial post- pre- initial VOWEL final ONSET final post- post- post- final final final TERMINATION I.3 Strong and weak syllables Strong and weak syllables are the factors which... consonant Any consonant may be a final consonant except h, r, w, j E.g „hat‟ /hæt/ „dream‟ /dri:m/ - There are two sorts of two-consonant final cluster: One being a final consonant preceded by a